Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

15

69

84

16

15

68

83

17

17

68

85

15

Female

16

72

88

12

13

71

84

16

17

69

86

14

Male

14

67

81

19

16

65

81

19

17

66

83

17

American Indian

<

<

100

0

<

<

100

0

<

<

<

<

Asian

29

64

93

7

<

<

100

0

<

<

<

<

Black

16

56

72

28

11

49

60

40

8

58

66

34

Hispanic

8

69

77

23

6

59

65

35

12

61

73

27

White

15

70

85

15

16

70

86

14

18

70

87

13

Multiple Races

17

70

87

13

11

66

77

23

24

60

84

16

Students with Disabilities

7

45

53

47

17

42

59

41

14

51

65

35

Students without Disabilities

16

73

89

11

14

73

87

13

17

71

88

12

Economically Disadvantaged

10

68

79

21

12

66

78

22

14

66

79

21

Not Economically Disadvantaged

19

70

89

11

18

71

89

11

21

70

92

8

English Learners

2

63

65

35

-

19

19

81

-

21

21

79

Homeless

-

88

88

12

5

74

79

21

6

56

63

38

Military Connected

15

67

81

19

8

83

92

8

Foster Care

<

<

<

<

<

<

100

0

Grade 3 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

63

84

16

16

64

81

19

24

63

87

13

Female

21

69

91

9

14

61

75

25

22

65

87

13

Male

20

57

78

22

19

68

87

13

26

61

87

13

American Indian

<

<

<

<

Asian

<

<

100

0

<

<

100

0

Black

14

57

71

29

<

<

<

<

<

<

<

<

Hispanic

11

72

83

17

-

45

45

55

33

42

75

25

White

23

62

85

15

17

67

84

16

23

68

90

10

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

54

54

46

23

53

77

23

14

64

77

23

Students without Disabilities

25

65

90

10

15

67

81

19

28

62

90

10

Economically Disadvantaged

16

62

78

22

14

64

78

22

19

62

81

19

Not Economically Disadvantaged

26

64

90

10

20

64

85

15

33

63

97

3

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

100

0

Grade 4 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

20

65

85

15

21

62

82

18

19

61

80

20

Female

24

61

85

15

22

64

87

13

19

57

76

24

Male

17

68

84

16

19

59

78

22

19

64

83

17

Black

<

<

<

<

20

70

90

10

<

<

<

<

Hispanic

13

80

93

7

6

63

69

31

20

60

80

20

White

19

64

83

17

22

62

83

17

20

63

83

17

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

9

46

54

46

20

47

67

33

21

42

63

38

Students without Disabilities

22

69

92

8

21

65

85

15

19

64

83

17

Economically Disadvantaged

11

71

83

17

17

60

78

22

20

59

78

22

Not Economically Disadvantaged

27

59

86

14

24

63

88

12

18

63

82

18

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

100

0

<

<

100

0

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

100

0

Grade 5 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

69

88

12

22

65

87

13

25

64

88

12

Female

19

69

88

12

17

69

86

14

22

67

89

11

Male

20

69

88

12

27

61

88

12

27

60

88

12

Asian

<

<

<

<

<

<

100

0

Black

13

69

81

19

<

<

<

<

20

80

100

0

Hispanic

5

82

86

14

7

71

79

21

19

63

81

19

White

20

69

89

11

24

65

89

11

26

63

89

11

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

17

38

54

46

9

45

55

45

17

52

69

31

Students without Disabilities

20

73

93

7

25

69

95

5

26

66

92

8

Economically Disadvantaged

14

71

85

15

13

72

84

16

19

63

83

17

Not Economically Disadvantaged

27

66

93

7

33

57

90

10

31

64

95

5

English Learners

-

71

71

29

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

100

0

<

<

<

<

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

100

0

Grade 6 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

14

65

79

21

15

68

83

17

20

69

89

11

Female

14

70

85

15

16

68

83

17

20

68

89

11

Male

14

60

74

26

14

69

83

17

20

69

89

11

Black

24

41

65

35

9

45

55

45

<

<

<

<

Hispanic

-

42

42

58

9

70

78

22

8

67

75

25

White

14

68

82

18

17

69

86

14

20

71

92

8

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

9

31

41

59

10

43

52

48

7

50

57

43

Students without Disabilities

15

71

85

15

16

71

87

13

23

73

96

4

Economically Disadvantaged

7

65

73

27

11

65

76

24

15

67

82

18

Not Economically Disadvantaged

21

64

85

15

21

74

94

6

24

70

94

6

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Grade 7 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

15

71

85

15

13

67

81

19

14

73

87

13

Female

13

75

88

12

15

74

89

11

16

74

89

11

Male

16

67

83

17

12

62

75

25

13

72

85

15

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

15

46

62

38

-

55

55

45

-

82

82

18

Hispanic

13

67

80

20

8

38

46

54

5

73

77

23

White

15

72

87

13

15

71

85

15

16

73

89

11

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

16

38

53

47

19

39

58

42

20

50

70

30

Students without Disabilities

15

77

92

8

12

73

85

15

14

76

89

11

Economically Disadvantaged

10

70

81

19

11

65

76

24

11

69

80

20

Not Economically Disadvantaged

20

71

90

10

16

69

86

14

19

79

99

1

English Learners

<

<

<

<

<

<

<

<

<

<

100

0

Homeless

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

<

<

<

<

100

0

Grade 8 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

9

67

77

23

11

69

80

20

7

67

74

26

Female

12

71

83

17

8

76

84

16

6

73

79

21

Male

7

64

71

29

15

63

77

23

8

63

71

29

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

<

<

<

<

20

10

30

70

-

58

58

42

Hispanic

<

<

<

<

8

50

58

42

-

38

38

62

White

10

69

79

21

12

73

85

15

9

69

78

22

Multiple Races

<

<

<

<

<

<

<

<

<

<

100

0

Students with Disabilities

-

50

50

50

22

30

52

48

16

34

50

50

Students without Disabilities

11

70

80

20

9

76

85

15

5

74

80

20

Economically Disadvantaged

7

63

71

29

12

62

74

26

5

62

67

33

Not Economically Disadvantaged

11

71

82

18

11

76

87

13

10

73

83

17

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

100

0

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

<

<

<

<

100

0

EOC English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

5

86

91

9

5

82

87

13

8

79

87

13

Female

6

88

93

7

2

85

87

13

12

82

94

6

Male

5

84

89

11

7

79

86

14

5

76

82

18

Asian

<

<

100

0

<

<

<

<

Black

<

<

<

<

<

<

<

<

-

73

73

27

Hispanic

7

80

87

13

-

62

62

38

7

71

79

21

White

5

87

92

8

6

86

91

9

9

81

91

9

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

68

68

32

16

32

48

52

7

60

67

33

Students without Disabilities

6

88

94

6

3

90

93

7

9

81

90

10

Economically Disadvantaged

3

79

82

18

5

75

81

19

5

79

85

15

Not Economically Disadvantaged

7

90

97

3

4

87

92

8

13

78

91

9

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

11

64

74

26

14

55

69

31

12

60

72

28

Female

13

70

83

17

18

62

80

20

15

66

81

19

Male

8

58

66

34

11

49

61

39

10

55

64

36

Asian

<

<

100

0

<

<

<

<

<

<

100

0

Black

-

58

58

42

11

33

44

56

11

37

47

53

Hispanic

4

52

56

44

10

41

52

48

-

55

55

45

White

12

66

78

22

15

58

73

27

13

61

74

26

Multiple Races

-

33

33

67

6

65

71

29

-

80

80

20

Students with Disabilities

2

33

35

65

20

20

39

61

16

38

53

47

Students without Disabilities

12

68

80

20

14

61

74

26

11

63

74

26

Economically Disadvantaged

8

60

68

32

12

51

62

38

10

55

65

35

Not Economically Disadvantaged

13

67

81

19

18

60

79

21

14

65

79

21

English Learners

-

53

53

47

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

<

<

<

<

Military Connected

<

<

<

<

20

40

60

40

Foster Care

<

<

<

<

<

<

100

0

Grade 8 Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

8

59

66

34

11

55

66

34

7

55

62

38

Female

9

70

78

22

14

61

75

25

8

70

77

23

Male

7

49

55

45

9

50

59

41

7

44

50

50

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

<

<

<

<

10

20

30

70

8

25

33

67

Hispanic

<

<

<

<

17

25

42

58

-

46

46

54

White

8

60

68

32

12

58

70

30

7

57

65

35

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

29

29

71

19

11

30

70

17

20

37

63

Students without Disabilities

9

63

72

28

10

63

73

27

5

62

67

33

Economically Disadvantaged

8

53

61

39

11

47

58

42

4

48

51

49

Not Economically Disadvantaged

7

65

72

28

12

64

76

24

11

64

75

25

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

<

<

<

<

Military Connected

<

<

<

<

<

<

<

<

EOC Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

13

68

82

18

18

55

73

27

17

65

81

19

Female

17

69

86

14

22

63

86

14

21

63

84

16

Male

9

67

77

23

13

48

62

38

12

66

78

22

Asian

<

<

100

0

<

<

<

<

<

<

100

0

Black

<

<

<

<

<

<

<

<

<

<

<

<

Hispanic

-

50

50

50

6

53

59

41

<

<

<

<

White

15

72

87

13

19

57

76

24

19

64

83

17

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

4

36

40

60

21

32

53

47

13

73

87

13

Students without Disabilities

15

73

88

13

17

58

75

25

17

64

81

19

Economically Disadvantaged

8

67

75

25

12

55

67

33

16

63

80

20

Not Economically Disadvantaged

19

70

89

11

26

56

82

18

17

66

83

17

English Learners

-

50

50

50

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

<

<

<

<

100

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

68

87

13

21

66

87

13

26

67

92

8

Female

19

71

90

10

18

70

88

12

25

68

93

7

Male

19

65

84

16

23

63

86

14

26

65

92

8

American Indian

<

<

100

0

<

<

100

0

<

<

100

0

Asian

30

70

100

0

<

<

100

0

<

<

100

0

Black

8

74

82

18

10

66

76

24

16

67

84

16

Hispanic

14

74

87

13

20

63

83

17

21

70

91

9

White

20

67

87

13

21

67

88

12

27

66

93

7

Multiple Races

14

71

84

16

14

68

82

18

15

73

88

12

Students with Disabilities

9

51

60

40

19

52

71

29

21

57

78

22

Students without Disabilities

21

71

91

9

21

69

90

10

27

68

95

5

Economically Disadvantaged

13

71

84

16

15

68

83

17

19

71

90

10

Not Economically Disadvantaged

25

65

90

10

27

64

92

8

34

61

96

4

English Learners

13

75

88

12

6

56

63

38

4

74

78

22

Homeless

20

73

93

7

15

65

80

20

13

67

80

20

Military Connected

23

61

84

16

30

63

93

7

Foster Care

<

<

<

<

<

<

100

0

Grade 3 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

14

70

84

16

13

66

79

21

27

66

93

7

Female

17

71

88

13

10

63

73

27

29

63

93

7

Male

11

69

81

19

16

69

85

15

25

69

94

6

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

Black

7

64

71

29

<

<

<

<

<

<

<

<

Hispanic

-

83

83

17

9

64

73

27

25

67

92

8

White

17

68

84

16

15

67

82

18

28

65

94

6

Multiple Races

<

<

<

<

<

<

<

<

<

<

100

0

Students with Disabilities

6

57

63

37

20

47

67

33

20

66

86

14

Students without Disabilities

15

73

88

12

11

71

82

18

30

66

96

4

Economically Disadvantaged

7

68

76

24

14

65

79

21

20

72

92

8

Not Economically Disadvantaged

21

72

93

7

12

68

80

20

40

57

97

3

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

100

0

Grade 4 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

26

68

93

7

31

62

93

7

24

68

92

8

Female

22

71

92

8

25

67

92

8

19

71

89

11

Male

29

66

94

6

38

56

94

6

30

65

95

5

Black

<

<

<

<

30

60

90

10

<

<

<

<

Hispanic

20

80

100

0

25

69

94

6

-

80

80

20

White

26

67

93

7

32

61

93

7

28

67

94

6

Multiple Races

<

<

<

<

<

<

100

0

<

<

<

<

Students with Disabilities

14

64

78

22

24

59

83

17

29

46

75

25

Students without Disabilities

28

69

97

3

33

62

95

5

23

72

95

5

Economically Disadvantaged

16

75

91

9

24

63

88

12

21

67

88

12

Not Economically Disadvantaged

34

61

96

4

40

60

100

0

30

68

98

2

English Learners

<

<

100

0

<

<

<

<

<

<

100

0

Homeless

<

<

100

0

<

<

100

0

<

<

100

0

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

100

0

Grade 5 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

28

62

90

10

43

53

95

5

26

67

93

7

Female

27

65

92

8

38

57

95

5

22

70

91

9

Male

29

59

88

12

47

49

96

4

31

65

96

4

Asian

<

<

100

0

<

<

100

0

Black

13

75

88

13

<

<

<

<

30

70

100

0

Hispanic

27

59

86

14

50

36

86

14

24

59

82

18

White

31

60

90

10

44

53

97

3

27

68

94

6

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

21

46

67

33

18

61

79

21

17

60

77

23

Students without Disabilities

29

64

93

7

49

51

99

1

28

69

97

3

Economically Disadvantaged

22

67

89

11

27

67

94

6

17

72

89

11

Not Economically Disadvantaged

38

55

92

8

59

37

96

4

37

62

99

1

English Learners

29

57

86

14

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

100

0

<

<

<

<

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

100

0

Grade 6 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

67

86

14

15

70

85

15

37

58

95

5

Female

16

72

89

11

11

77

88

12

38

54

92

8

Male

22

62

84

16

20

62

81

19

37

61

98

2

Black

6

76

82

18

-

82

82

18

<

<

<

<

Hispanic

25

50

75

25

9

74

83

17

42

58

100

0

White

21

66

87

13

17

69

86

14

39

58

96

4

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

13

31

44

56

19

38

57

43

20

63

83

17

Students without Disabilities

21

73

94

6

14

74

89

11

41

57

98

2

Economically Disadvantaged

14

68

82

18

8

74

82

18

22

69

91

9

Not Economically Disadvantaged

25

65

91

9

26

64

90

10

51

48

99

1

English Learners

<

<

<

<

<

<

<

<

<

<

100

0

Homeless

<

<

100

0

<

<

<

<

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Grade 7 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

22

60

82

18

20

59

79

21

23

70

93

7

Female

21

64

85

15

18

69

86

14

21

72

92

8

Male

22

57

80

20

22

52

74

26

27

67

94

6

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

8

69

77

23

9

73

82

18

9

82

91

9

Hispanic

13

67

80

20

23

38

62

38

14

82

95

5

White

24

58

82

18

21

60

81

19

26

68

93

7

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

13

38

50

50

23

26

48

52

35

40

75

25

Students without Disabilities

24

65

88

12

19

66

85

15

22

73

95

5

Economically Disadvantaged

16

60

76

24

16

56

72

28

16

76

92

8

Not Economically Disadvantaged

27

60

88

12

25

62

87

13

35

60

94

6

English Learners

<

<

<

<

<

<

<

<

<

<

100

0

Homeless

<

<

<

<

<

<

100

0

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

<

<

<

<

100

0

Grade 8 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

-

65

65

35

11

44

56

44

11

41

52

48

Female

-

71

71

29

7

53

60

40

10

60

70

30

Male

-

63

63

38

13

40

53

47

12

35

47

53

Black

<

<

<

<

<

<

<

<

<

<

<

<

Hispanic

<

<

100

0

<

<

<

<

<

<

<

<

White

-

68

68

33

11

49

60

40

14

39

53

47

Students with Disabilities

-

62

62

38

26

32

58

42

25

15

40

60

Students without Disabilities

-

67

67

33

-

54

54

46

-

63

63

38

Economically Disadvantaged

-

74

74

26

10

38

48

52

12

38

50

50

Not Economically Disadvantaged

-

47

47

53

13

56

69

31

11

44

56

44

English Learners

<

<

100

0

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

<

<

Foster Care

<

<

<

<

<

<

100

0

Algebra I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

10

78

89

11

11

83

94

6

16

81

97

3

Female

9

83

92

8

14

81

95

5

14

86

100

0

Male

12

74

86

14

9

84

93

7

18

77

95

5

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

<

<

<

<

<

<

<

<

18

73

91

9

Hispanic

-

100

100

0

27

73

100

0

27

73

100

0

White

11

77

88

13

11

83

94

6

15

82

97

3

Multiple Races

<

<

100

0

<

<

<

<

<

<

100

0

Students with Disabilities

-

65

65

35

-

94

94

6

8

79

88

13

Students without Disabilities

12

80

92

8

12

81

94

6

17

81

99

1

Economically Disadvantaged

8

79

88

12

10

82

91

9

10

89

99

1

Not Economically Disadvantaged

12

77

90

10

13

84

97

3

23

72

95

5

English Learners

<

<

100

0

<

<

100

0

<

<

100

0

Homeless

<

<

100

0

<

<

100

0

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

100

0

Geometry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

7

75

82

18

5

81

86

14

12

78

89

11

Female

4

82

86

14

6

80

85

15

14

77

91

9

Male

10

68

78

22

4

82

86

14

10

78

88

12

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

<

<

100

0

<

<

<

<

10

70

80

20

Hispanic

-

80

80

20

-

75

75

25

27

64

91

9

White

8

76

84

16

6

81

87

13

11

80

91

9

Multiple Races

-

55

55

45

<

<

<

<

-

80

80

20

Students with Disabilities

-

48

48

52

-

78

78

22

9

82

91

9

Students without Disabilities

8

80

88

12

5

81

87

13

12

77

89

11

Economically Disadvantaged

2

77

80

20

3

78

81

19

14

71

85

15

Not Economically Disadvantaged

12

73

85

15

7

84

91

9

10

84

94

6

English Learners

8

83

92

8

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

<

<

100

0

Algebra II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

31

65

97

3

38

61

99

1

58

40

98

2

Female

38

59

97

3

38

62

100

0

61

39

100

0

Male

23

72

95

5

37

60

97

3

53

42

95

5

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

<

<

100

0

<

<

100

0

<

<

100

0

Hispanic

<

<

100

0

<

<

100

0

<

<

100

0

White

31

65

96

4

36

63

98

2

60

37

98

2

Multiple Races

<

<

100

0

<

<

100

0

<

<

100

0

Students with Disabilities

<

<

100

0

<

<

100

0

<

<

100

0

Students without Disabilities

32

64

96

4

40

58

99

1

59

39

98

2

Economically Disadvantaged

25

73

98

2

26

74

100

0

54

44

97

3

Not Economically Disadvantaged

36

60

95

5

49

49

97

3

60

38

98

2

English Learners

<

<

100

0

<

<

100

0

Homeless

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

14

71

86

14

17

68

85

15

16

68

83

17

Female

13

75

88

12

15

73

89

11

14

71

85

15

Male

16

67

83

17

19

63

82

18

17

64

82

18

Asian

<

<

<

<

<

<

<

<

<

<

100

0

Black

5

76

81

19

9

40

49

51

6

59

65

35

Hispanic

7

66

72

28

10

73

83

17

15

58

73

27

White

16

72

88

12

18

69

87

13

16

69

85

15

Multiple Races

14

68

81

19

13

71

84

16

7

79

86

14

Students with Disabilities

8

52

60

40

8

56

64

36

11

53

64

36

Students without Disabilities

15

74

89

11

19

70

88

12

16

70

86

14

Economically Disadvantaged

11

70

81

19

11

70

81

19

13

66

79

21

Not Economically Disadvantaged

18

72

90

10

24

65

89

11

19

69

88

12

English Learners

2

63

65

35

-

38

38

63

-

14

14

86

Homeless

<

<

<

<

<

<

100

0

<

<

<

<

Military Connected

30

45

75

25

17

67

83

17

Foster Care

<

<

<

<

<

<

100

0

Grade 5 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

25

63

88

12

35

55

90

10

31

61

91

9

Female

24

65

89

11

34

56

90

10

29

58

87

13

Male

26

60

86

14

37

54

91

9

32

64

96

4

Asian

<

<

<

<

<

<

100

0

Black

13

63

75

25

<

<

<

<

20

80

100

0

Hispanic

9

68

77

23

21

57

79

21

29

53

82

18

White

28

63

91

9

37

56

94

6

32

59

92

8

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

21

42

63

38

12

55

67

33

20

60

80

20

Students without Disabilities

26

65

91

9

41

55

96

4

33

61

93

7

Economically Disadvantaged

21

62

83

17

19

69

89

11

24

63

87

13

Not Economically Disadvantaged

31

64

94

6

53

39

92

8

38

58

96

4

English Learners

7

71

79

21

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

100

0

<

<

<

<

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

100

0

Grade 8 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

7

75

82

18

5

69

73

27

8

66

74

26

Female

6

83

89

11

3

75

78

22

4

78

81

19

Male

8

68

76

24

6

64

70

30

12

57

69

31

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

<

<

<

<

<

<

<

<

-

42

42

58

Hispanic

-

60

60

40

-

58

58

42

8

46

54

46

White

8

76

84

16

6

72

78

22

9

70

79

21

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

4

58

63

38

7

43

50

50

13

35

48

52

Students without Disabilities

8

77

85

15

4

74

78

22

7

72

80

20

Economically Disadvantaged

6

73

79

21

4

60

65

35

8

59

67

33

Not Economically Disadvantaged

8

77

85

15

5

79

84

16

8

74

82

18

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

100

0

Military Connected

<

<

<

<

<

<

100

0

Biology Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

12

69

81

19

18

67

85

15

11

72

84

16

Female

11

72

84

16

17

74

91

9

11

76

87

13

Male

13

66

79

21

18

62

80

20

11

69

81

19

Asian

<

<

100

0

<

<

<

<

<

<

100

0

Black

<

<

<

<

10

60

70

30

<

<

<

<

Hispanic

-

47

47

53

13

81

94

6

-

64

64

36

White

14

73

87

13

18

67

85

15

13

74

86

14

Multiple Races

<

<

<

<

<

<

100

0

<

<

<

<

Students with Disabilities

4

38

42

58

-

71

71

29

-

62

62

38

Students without Disabilities

13

74

87

13

19

67

86

14

13

74

87

13

Economically Disadvantaged

10

65

74

26

9

77

86

14

7

75

82

18

Not Economically Disadvantaged

14

74

88

12

31

52

84

16

16

70

86

14

English Learners

-

46

46

54

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

<

<

100

0

<

<

100

0

Military Connected

<

<

100

0

<

<

<

<

Foster Care

<

<

100

0

<

<

100

0

Chemistry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

20

75

95

5

22

72

95

5

<

<

<

<

Female

16

76

92

8

17

81

98

2

<

<

<

<

Male

28

72

100

0

29

61

90

10

<

<

<

<

Asian

<

<

100

0

Black

<

<

100

0

<

<

<

<

Hispanic

18

73

91

9

<

<

100

0

<

<

100

0

White

22

73

95

5

23

73

95

5

<

<

<

<

Multiple Races

<

<

100

0

Students with Disabilities

<

<

<

<

<

<

100

0

Students without Disabilities

21

75

96

4

22

73

95

5

<

<

<

<

Economically Disadvantaged

18

72

90

10

25

72

97

3

<

<

<

<

Not Economically Disadvantaged

22

76

98

2

21

73

94

6

<

<

<

<

English Learners

<

<

<

<

Homeless

<

<

100

0

Military Connected

<

<

<

<

Earth Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

8

78

86

14

10

76

86

14

13

73

85

15

Female

5

82

87

13

6

83

89

11

10

76

86

14

Male

11

74

85

15

13

69

83

17

15

69

85

15

Asian

<

<

<

<

<

<

100

0

<

<

100

0

Black

-

90

90

10

<

<

<

<

<

<

<

<

Hispanic

7

86

93

7

-

91

91

9

20

70

90

10

White

8

76

85

15

11

76

88

13

13

72

84

16

Multiple Races

<

<

100

0

<

<

<

<

<

<

100

0

Students with Disabilities

-

71

71

29

-

64

64

36

8

62

69

31

Students without Disabilities

9

78

88

12

11

78

89

11

13

74

87

13

Economically Disadvantaged

2

82

84

16

6

74

80

20

12

71

83

17

Not Economically Disadvantaged

16

72

88

12

13

77

91

9

13

75

88

12

English Learners

-

83

83

17

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

<

<

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

100

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

26

65

91

9

24

63

87

13

24

60

84

16

Female

19

73

92

8

21

67

89

11

19

64

83

17

Male

32

58

89

11

27

59

86

14

29

57

86

14

American Indian

<

<

100

0

Asian

<

<

<

<

40

50

90

10

<

<

<

<

Black

17

64

81

19

21

61

82

18

18

53

70

30

Hispanic

15

81

96

4

23

52

75

25

7

67

75

25

White

28

63

91

9

25

64

89

11

26

60

86

14

Multiple Races

17

66

83

17

23

57

80

20

29

64

93

7

Students with Disabilities

18

56

74

26

19

49

68

32

20

49

69

31

Students without Disabilities

27

66

93

7

25

65

90

10

25

62

87

13

Economically Disadvantaged

17

72

88

12

20

61

81

19

20

59

80

20

Not Economically Disadvantaged

34

59

93

7

29

65

94

6

29

62

91

9

English Learners

14

75

89

11

-

33

33

67

-

60

60

40

Homeless

<

<

100

0

<

<

100

0

<

<

<

<

Military Connected

30

50

80

20

23

77

100

0

Foster Care

<

<

100

0

<

<

100

0

VA & US History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

74

93

7

15

67

82

18

-

58

58

42

Female

9

83

92

8

10

70

80

20

-

45

45

55

Male

29

65

94

6

20

64

84

16

-

70

70

30

Asian

<

<

100

0

<

<

<

<

Black

<

<

100

0

<

<

<

<

<

<

<

<

Hispanic

8

92

100

0

7

50

57

43

<

<

100

0

White

21

71

93

7

16

70

86

14

-

53

53

47

Multiple Races

<

<

<

<

<

<

<

<

<

<

100

0

Students with Disabilities

7

87

93

7

-

33

33

67

<

<

<

<

Students without Disabilities

20

73

93

7

17

72

89

11

-

57

57

43

Economically Disadvantaged

7

80

87

13

7

60

67

33

-

57

57

43

Not Economically Disadvantaged

26

70

97

3

21

72

94

6

-

59

59

41

English Learners

<

<

100

0

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

<

<

Military Connected

<

<

100

0

Foster Care

<

<

100

0

World History I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

23

65

88

12

21

70

92

8

20

66

86

14

Female

21

68

89

11

15

78

93

7

14

74

88

12

Male

24

62

86

14

28

63

91

9

26

59

84

16

Asian

<

<

<

<

<

<

100

0

<

<

100

0

Black

<

<

100

0

<

<

<

<

14

57

71

29

Hispanic

18

82

100

0

<

<

100

0

12

65

76

24

White

24

62

86

14

21

71

91

9

21

66

88

12

Multiple Races

<

<

100

0

<

<

100

0

<

<

100

0

Students with Disabilities

5

45

50

50

15

65

80

20

13

61

74

26

Students without Disabilities

25

68

93

7

22

71

93

7

21

66

88

12

Economically Disadvantaged

19

68

87

13

17

71

88

12

17

62

79

21

Not Economically Disadvantaged

27

62

89

11

27

70

96

4

23

70

93

7

English Learners

14

79

93

7

<

<

<

<

Homeless

<

<

100

0

<

<

100

0

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

World History II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

26

67

93

7

29

62

91

9

20

50

70

30

Female

22

76

97

3

24

65

89

11

<

<

<

<

Male

31

56

88

13

35

58

94

6

<

<

<

<

Asian

<

<

100

0

Black

<

<

<

<

<

<

100

0

Hispanic

<

<

100

0

<

<

<

<

White

26

68

94

6

33

58

91

9

<

<

<

<

Multiple Races

<

<

100

0

<

<

100

0

<

<

<

<

Students with Disabilities

<

<

100

0

<

<

<

<

Students without Disabilities

27

66

93

7

31

62

92

8

20

50

70

30

Economically Disadvantaged

21

72

93

7

27

55

82

18

<

<

<

<

Not Economically Disadvantaged

30

63

93

8

31

69

100

0

<

<

100

0

English Learners

<

<

100

0

<

<

100

0

Homeless

<

<

100

0

Military Connected

<

<

<

<

Foster Care

<

<

100

0

Geography Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

4

81

85

15

3

79

82

18

12

74

86

14

Female

-

88

88

12

3

79

82

18

12

81

92

8

Male

7

77

83

17

2

79

81

19

12

65

76

24

Asian

<

<

100

0

<

<

<

<

Black

<

<

<

<

<

<

100

0

<

<

100

0

Hispanic

<

<

100

0

<

<

<

<

<

<

<

<

White

6

81

88

13

3

77

81

19

8

78

86

14

Multiple Races

<

<

<

<

<

<

100

0

<

<

100

0

Students with Disabilities

<

<

100

0

<

<

<

<

<

<

<

<

Students without Disabilities

4

80

85

15

3

79

82

18

13

75

88

13

Economically Disadvantaged

-

86

86

14

-

77

77

23

11

68

79

21

Not Economically Disadvantaged

8

76

84

16

5

80

85

15

13

87

100

0

English Learners

<

<

100

0

<

<

<

<

<

<

100

0

Homeless

<

<

100

0

Military Connected

<

<

<

<

Civics & Econ Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

68

89

11

15

69

84

16

19

66

85

15

Female

18

74

92

8

16

78

93

7

19

66

85

15

Male

23

63

87

13

14

62

76

24

19

67

86

14

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

8

50

58

42

-

70

70

30

-

55

55

45

Hispanic

20

67

87

13

8

46

54

46

9

68

77

23

White

22

71

93

7

16

71

88

12

22

67

89

11

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

12

56

68

32

-

50

50

50

6

44

50

50

Students without Disabilities

22

70

92

8

17

71

88

12

20

68

89

11

Economically Disadvantaged

11

74

85

15

10

69

79

21

12

67

80

20

Not Economically Disadvantaged

31

62

93

7

20

69

89

11

30

65

94

6

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

100

0

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

100

0

VA Studies Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

43

51

94

6

51

43

94

6

41

47

88

12

Female

31

61

93

8

48

45

93

7

27

55

82

18

Male

52

43

95

5

54

40

94

6

55

40

95

5

Asian

<

<

100

0

Black

<

<

100

0

<

<

100

0

<

<

<

<

Hispanic

20

73

93

7

53

40

93

7

-

60

60

40

White

47

47

94

6

49

45

93

7

45

45

90

10

Multiple Races

<

<

<

<

<

<

<

<

<

<

100

0

Students with Disabilities

19

63

81

19

32

55

86

14

11

50

61

39

Students without Disabilities

48

49

97

3

54

41

95

5

45

47

92

8

Economically Disadvantaged

26

67

93

7

44

45

89

11

36

51

86

14

Not Economically Disadvantaged

59

36

95

5

59

40

99

1

49

42

92

8

English Learners

<

<

<

<

<

<

<

<

<

<

100

0

Homeless

<

<

100

0

<

<

100

0

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-2017

2017-2018

2018-2019

Division

1

1

-

State

4,227

2,762

3,719

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

The National Assessment of Educational Progress (NAEP), also known as The Nation’s Report Card, is a national assessment of student achievement that is taken by representative samples of students in each state and nationwide. Tests in reading and mathematics are administered in grades 4 and 8 every two years.
NAEP provides a means of comparing the progress of states in raising student achievement. The national testing program defines proficiency as “solid academic performance…over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.” NAEP results are not reported at the school and division levels. For more information about NAEP and the performance of Virginia students, visit the Virginia Department of Education website.

NAEP Participation Rate

All students in a school’s tested grade or age group are included in the NAEP sampling pool for selection. The Virginia Department of Education expects that most students with disabilities and English Learners will be included in NAEP testing.

2019 Fall Membership By Subgroup:
Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.
The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.
A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2017-2018

2018-2019

2019-2020

All Students

2731

2601

2558

Female

1333

1263

1250

Male

1398

1338

1308

American Indian

3

2

5

Asian

33

29

24

Black

198

184

182

Hispanic

200

188

205

Native Hawaiian

6

2

-

White

2187

2099

2002

Multiple Races

104

97

140

Students with Disabilities

396

388

399

Students without Disabilities

2335

2213

2159

Economically Disadvantaged

1507

1359

1094

Not Economically Disadvantaged

1224

1242

1464

English Learners

100

93

81

Not English Learners

2631

2508

2477

Migrant

2

-

1

Homeless

34

41

58

Military Connected

58

47

26

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Class of 2019: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with anAdvanced Studies Diploma, a student must earn at least 26 standard units of creditby passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with aStandard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

TheApplied Studies DiplomaandModified Standard Diplomaare available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2018-2019 Cohort

Student Subgroup

Type

Advanced Diplomas

Standard Diplomas

Other Diplomas

GED's

Dropouts

Other Non-Graduates

All Students

Division

82

80

12

1

6

1

State

50720

36637

2725

1082

5474

1783

Female

Division

44

46

4

0

3

0

State

27685

16172

922

354

1991

669

Male

Division

38

34

8

1

3

1

State

23035

20465

1803

728

3483

1114

Asian

Division

<

<

<

<

0

<

State

5184

1290

94

10

112

49

Black

Division

<

<

<

<

<

<

State

7796

10875

1042

248

1355

657

Hispanic

Division

5

6

1

0

0

0

State

5185

6274

356

120

2430

394

White

Division

69

68

9

1

5

0

State

29846

16411

1115

641

1424

594

Multiple Races

Division

<

<

<

<

0

<

State

2512

1634

110

58

133

77

Students with Disabilities

Division

3

14

12

0

1

0

State

1137

6719

2725

157

1073

103

Economically Disadvantaged

Division

25

45

8

0

5

1

State

10704

18183

1640

532

2851

1084

English Learners

Division

<

<

<

<

0

<

State

1263

4111

307

32

2056

178

Homeless

Division

<

<

<

<

0

<

State

206

692

68

31

302

66

Military Connected

Division

<

<

<

<

0

<

State

1928

1198

49

15

35

23

Foster Care

Division

<

<

<

<

0

<

State

24

134

26

19

67

17

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School

Students Subgroup

Students in Cohort

Graduates

On-Time Graduation Rate

Completers

Completion Rate

Cohort Dropouts

Cohort Dropout Rate

All Students

182

174

96

175

96

6

3

Female

97

94

97

94

97

3

3

Male

85

80

94

81

95

3

4

Asian

<

<

100

<

100

0

0

Black

<

<

<

<

<

<

<

Hispanic

12

12

100

12

100

0

0

White

152

146

96

147

97

5

3

Multiple Races

<

<

100

<

100

0

0

Students with Disabilities

30

29

97

29

97

1

3

Economically Disadvantaged

84

78

93

78

93

5

6

English Learners

<

<

100

<

100

0

0

Homeless

<

<

100

<

100

0

0

Military Connected

<

<

100

<

100

0

0

Foster Care

<

<

100

<

100

0

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of
Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage

Program Type

2016-2017

2017-2018

2018-2019

Advanced Placement Test Taken

45 / 5.98%

25 / 3.44%

21 / 3.04%

Advanced Placement Course Enrollment

49 / 6.52%

39 / 5.36%

22 / 3.18%

Dual Enrollment

115 / 15.29%

125 / 17.19%

97 / 14.04%

Governor's School Enrollment

-

-

-

IB Course Enrollment

-

-

-

Senior Enrolled in IB Program

-

-

-

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.
The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2017-2018 FGI cohort year (students
entering high school in 2014)

Total number of students in the cohort earning a
federally recognized high school diploma

Students who enrolled in
any Institution of Higher
Education (IHE) within 16
months of earning a
federally recognized high
school diploma

Type

Total

Total HE

Remaining Percent

All Students

Division

172

120

30

State

85,900

57,726

33

Female

Division

85

64

25

State

43,225

31,599

27

Male

Division

87

56

36

State

42,675

26,127

39

Black

Division

<

<

100

State

18,868

11,298

40

Hispanic

Division

13

<

100

State

10,102

5,826

42

White

Division

150

107

29

State

46,449

32,341

30

Multiple Races

Division

<

<

100

State

3,990

2,715

32

Students with Disabilities

Division

15

<

100

State

7,217

3,257

55

Economically Disadvantaged

Division

60

31

48

State

27,329

14,190

48

English Learners

Division

<

<

100

State

5,182

2,820

46

American Indian

Division

-

-

100

State

265

167

37

Asian

Division

-

-

100

State

6,084

5,292

13

Native Hawaiian

Division

-

-

100

State

142

87

39

< = A group below state definition for personally
identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates
about college enrollment according to the National
Student Clearinghouse. For more information, see the
answers to Frequently Asked Questions
about this report at:
http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not
participate in NSC are not included in the number or
percent of students enrolled in an IHE.
Federally recognized high school diplomas include
Standard, Advanced Studies, or International
Baccalaureate (IB) diplomas.
Most subgroups are based on students' most recent
status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;

Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;

Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or

Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education

2016-2017

2017-2018

2018-2019

State Licensures

Division

26

27

30

&nbsp

State

2,279

1,881

2,231

Industry Certification

Division

363

319

132

&nbsp

State

109,275

104,601

107,234

Total Credentials Earned

Division

389

346

162

&nbsp

State

157,490

160,248

158,452

Students Earning One or More Credentials

Division

364

315

137

&nbsp

State

126,113

128,672

126,041

Armed Services Vocational Aptitude Battery Examination

Division

17

13

-

&nbsp

State

1,431

1,537

1,317

CTE Completers

Division

163

141

139

&nbsp

State

40,516

41,438

40,209

NOCTI Assessments

Division

-

-

-

&nbsp

State

3,623

3,525

4,095

Workplace Readiness

Division

-

-

-

&nbsp

State

42,313

50,241

44,892

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Percentage of Expenditures

Division

State

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.

Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.

Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures

2015-2016

2016-2017

2017-2018

Percentage of fiscal year state operating expenditures for instructional costs

66.9

67.2

66.9

Percentage of fiscal year division operating expenditures for instructional costs

67.5

66.8

67.2

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.
Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.
The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can't read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2016-2017

2017-2018

2018-2019

Subgroup

Below 10%

10% or Above

Below 10%

10% or Above

Below 10%

10% or Above

All Students

2,298

373

2,275

314

2,223

212

Female

1,110

182

1,102

165

1,067

115

Male

1,188

191

1,173

149

1,156

97

American Indian

<

<

<

<

<

<

Asian

26

1

29

1

27

2

Black

141

19

173

17

161

14

Hispanic

183

20

171

19

161

18

Native Hawaiian

<

<

<

<

<

<

White

1,844

311

1,812

262

1,790

159

Multiple Races

94

22

83

15

80

19

Students with Disabilities

310

87

314

75

342

45

Economically Disadvantaged

1,136

285

1,203

238

1,102

170

English Learners

94

7

96

8

89

5

Homeless

40

17

33

7

26

9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses

Number of Offenses

Alcohol, Tobacco, and Other Drug Offenses

57

Disorderly or Disruptive Behavior Offenses

49

Other Offenses Against Persons

39

All Other Offenses

<

Property Offenses

<

Weapons Offenses

<

Offenses Against Staff

<

Offenses Against Student

<

Technology Offenses

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

American Indian

0.2

0.1

0.1

Asian

0.9

1.2

0.9

1.1

1

Black

6.1

3.5

7.3

7.7

7.1

4

Hispanic

7.5

4.2

7.3

6.8

7.2

2

Native Hawaiian

0.2

0.2

0.1

White

80.8

86

80.1

77.8

80.7

85.1

Multiple Races

4.3

6.3

3.8

6.8

3.7

7.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

American Indian

0.2

0.1

0.1

Asian

0.9

1.2

1.1

Black

6.1

7.3

7.1

Hispanic

7.5

7.3

7.2

Native Hawaiian

0.2

0.2

0.1

White

80.8

80.1

80.7

Multiple Races

4.3

3.8

3.7

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Expulsions

% Population

% Expulsions

% Population

% Expulsions

American Indian

0.2

0.1

0.1

Asian

0.9

1.2

1.1

Black

6.1

7.3

7.1

Hispanic

7.5

7.3

7.2

Native Hawaiian

0.2

0.2

0.1

White

80.8

80.1

80.7

Multiple Races

4.3

3.8

3.7

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal
Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.
At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.
Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.
See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

52.2

53.3

55.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.
Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.
Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.
The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

54.9

55

60.1

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.
School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.
Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

77

79.5

72.7

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available